Infusion of Environment Dimension of ESD into Science Learning Through the RADEC Learning Model in Elementary Schools

Abstract

This study aims to provide an overview of infusion of environment dimension of ESD into thematic learning thought the RADEC learning model in elementary schools. This study used a descriptive qualitative approach involving four teachers and twenty students in elementary school Bogor City who were taken based on purposive sampling technique. Data were collected through interviews, observation, and primary school science curriculum documents, which were processed using triangulation techniques. The results of this study indicate that in general, indicators derived from basic competencies can be oriented towards the goal of sustainable education in the dimensions of environmental preservation. Natural science learning which is packaged in thematic learning at the elementary school level can provide opportunities in the process of implementing sustainable development education holistically and comprehensively. The RADEC model can stimulate students to learn actively, not only mastering the concept of environmental conservation but also thinking skills and attitudes in preserving the environment. The RADEC model can be applied in synchronous and asynchronous online learning so it is suitable for use during the Covid-19 pandemic

The ESD-oriented RADEC model: To improve students sustainability consciousness in elementary schools

“…By thinking critically, students can discuss the gap between the problem and what it should be and form challenges by providing solutions related to these problems in the form of sustainability actions (sustainability consciousness) (Cebrián & Junyent, 2015). In addition to developing critical thinking skills, students are instilled in the character of cooperation, and respect for the opinions of friends (Lestari, Ali, et al, 2021).…”

“…The creative stage stimulates students to develop creative ideas related to environmental preservation and development goals to be achieved (Duran & Dökme, 2016;Eilks, 2015). Students in creative activities can learn how to analyze sustainability, work on decision making, and apply knowledge into actual practice (Lestari, Ali, et al, 2021). The creative ideas presented by the students varied greatly, starting from making recycled portable trash cans; making pictures telling stories about clean water and proper sanitation, to making bicycle services from home to school for students located at homes near the school.…”

Media Pobsgi (Pop Up Book Sumber Energi) Ilmu Pengetahuan ‘’ Sumber Energi’’ Di Kelas Iii SDN Gn. Picung 08

“…pelaksanaan sistem pendidikan yang tidak sesuai dengan karakteristik perkembangan siswa akan bersabung pada minimnya hasil capaian pembelajaran. Selain itu di sisi lain akan memunculkan hal-hal negatif psikis pembelajaran seperti minimnya ambisi dalam belajar, rendahnya minat peserta didik dalam mengikuti pembelajaran (Harianja et al, 2022;Lestari et al, 2022Lestari et al, , 2023Munandar et al, 2023). Dengan demikian, seorang pendidik harus mampu menempatkan proses pembelajaran berdasarkan karakter peserta didik.…”

The effect of digital booklets “Crustaceae diversity at mangrove Sangiang Island” on students' conservation attitude using problem-based learning

“…In addition, according to Poor et al (2019), another cause is infrastructure development which should be tightened if it is located around protected areas or endemic ecosystems. Then Lestari et al (2021) stated that an understanding of conservation needs to be instilled from an early age; it can even be included in the attitude competence of students at school.…”